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B. P. Johnson; I. Iturrate; R. Y. Fakhreddine; M. Bönstrup; E. R. Buch; E. M. Robertson; L. G. Cohen – npj Science of Learning, 2023
When humans begin learning new motor skills, they typically display early rapid performance improvements. It is not well understood how knowledge acquired during this early skill learning period generalizes to new, related skills. Here, we addressed this question by investigating factors influencing generalization of early learning from a skill A…
Descriptors: Sequential Learning, Generalization, Psychomotor Skills, Perceptual Motor Coordination
Yanaoka, Kaichi; Saito, Satoru – Child Development, 2021
This study examined whether executive functions impact how flexibly children represent task context in performing repeated sequential actions. Japanese children in Experiments 1 (N = 52; 3-6 years) and 2 (N = 50, 4-6 years) performed sequential actions repeatedly; one group received reminders. Experiment 1 indicated that reminders promote flexible…
Descriptors: Executive Function, Sequential Learning, Children, Foreign Countries
Müldür, Merve; Çevik, Arzu – Education Quarterly Reviews, 2021
The aim of this study is to examine the effect of SCM-based self-regulation writing instruction on the expository writing and self-regulation skills of middle school 7th grade students. In the research, explanatory sequential mixed method, in which qualitative and quantitative research designs are used together, was used. In the quantitative…
Descriptors: Writing Skills, Skill Development, Sequential Learning, Writing Instruction
Zwart, Fenny S.; Vissers, Constance Th. W. M.; Maes, Joseph H. R. – Journal of Autism and Developmental Disorders, 2018
It is assumed that learning on the Serial Reaction Time (SRT) task is related to learning involved in social skill development affected in autism, but this assumption has hardly been investigated. We have therefore examined associations between SRT task learning and social impairment measured by the Social Responsiveness Scale in 72 autistic and…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Skill Development
Yong, Su Ting; Gates, Peter; Chan, Andy Tak-Yee – International Journal of Game-Based Learning, 2019
This article explores the potential use metacognitive skills learned in computer games to teach mathematics. This study explored the similarities and differences in the learning of metacognitive skills between computer games and mathematics education. A mixed-methods approach was employed in which a quantitative survey (students, n=174) and a…
Descriptors: Metacognition, Thinking Skills, Skill Development, Computer Games
Hall Pistorio, Kalynn; Brady, Michael P.; Morris, Cindy – Early Child Development and Care, 2019
Many young children receive developmental screenings because they do not perform basic self-regulation skills needed in preschool and home environments. Previous research on Literacy-Based Behavioural Interventions (LBBI) shows promise for promoting acquisition and maintenance of skills and routines; however, research has not yet examined the…
Descriptors: Young Children, Emergent Literacy, Self Management, Screening Tests
Newhouse, Christopher Paul; Cooper, Martin; Cordery, Zina – Australian Educational Computing, 2017
This paper reports on a study that investigated the ways that young children interact with discrete programmable digital toys in a free play setting. One intention was to see whether this interaction would address some of the requirements of the Digital Technologies subject in the Australian Curriculum. The study was implemented in two phases in…
Descriptors: Foreign Countries, Early Childhood Education, Information Technology, Toys
Janacsek, Karolina; Fiser, Jozsef; Nemeth, Dezso – Developmental Science, 2012
Implicit skill learning underlies obtaining not only motor, but also cognitive and social skills through the life of an individual. Yet, the ontogenetic changes in humans' implicit learning abilities have not yet been characterized, and, thus, their role in acquiring new knowledge efficiently during development is unknown. We investigated such…
Descriptors: Skill Development, Sequential Learning, Age Differences, Reaction Time
Kazakoff, Elizabeth R.; Bers, Marina Umaschi – Journal of Educational Computing Research, 2014
This article examines the impact of programming robots on sequencing ability in early childhood. Thirty-four children (ages 4.5-6.5 years) participated in computer programming activities with a developmentally appropriate tool, CHERP, specifically designed to program a robot's behaviors. The children learned to build and program robots over three…
Descriptors: Robotics, Early Childhood Education, Programming, Computer Uses in Education
Smits-Bandstra, Sarah; De Nil, Luc F. – Journal of Fluency Disorders, 2007
The basal ganglia and cortico-striato-thalamo-cortical connections are known to play a critical role in sequence skill learning and increasing automaticity over practice. The current paper reviews four studies comparing the sequence skill learning and the transition to automaticity of persons who stutter (PWS) and fluent speakers (PNS) over…
Descriptors: Stuttering, Sequential Learning, Skill Development, Neurological Organization
Wohldmann, Erica L.; Healy, Alice F.; Bourne, Lyle E., Jr. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
In 2 experiments, the efficacy of motor imagery for learning to type number sequences was examined. Adults practiced typing 4-digit numbers. Then, during subsequent training, they either typed in the same or a different location, imagined typing, merely looked at each number, or performed an irrelevant task. Repetition priming (faster responses…
Descriptors: Situational Tests, Numbers, Office Occupations, Keyboarding (Data Entry)

Bergan, John R.; And Others – Child Development, 1979
A structural analysis of skills taught by 49 parents to their preschool children indicated that individual characteristics affect initial prerequisite-skill performance directly and superordinate-skill learning indirectly through their impact on prerequisite skills. (JMB)
Descriptors: Individual Characteristics, Parents, Preschool Children, Preschool Education
Bambara, Linda M.; And Others – Journal of the Association for Persons with Severe Handicaps (JASH), 1988
The effects of the Individualized Curriculum Sequencing (ICS) model on acquisition and generalization of skills by two severely handicapped preschoolers were evaluated. Results preliminarily supported the efficacy of the ICS model. Criterion performance and generalization across novel classroom activities and materials were evident for four of…
Descriptors: Curriculum Development, Generalization, Individualized Instruction, Preschool Education

Yoshinaga-Itano, Christine; Stredler-Brown, Arlene – Volta Review, 1992
This study of 82 hearing-impaired children (ages 6 to 36 months) sought to provide normative data concerning their communication efforts and to document the course of development of these earliest communication efforts. The study found that certain cognitive abilities and strategies are prerequisite to the development of certain language…
Descriptors: Cognitive Ability, Communication (Thought Transfer), Communication Skills, Hearing Impairments
Christie, Lu S.; McKenzie, Hugh S. – 1974
Discussed is the use of minimum behavioral objectives to provide evaluation of special education in regular classrooms. Literature which supports the mainstreaming of moderately handicapped children is reviewed briefly. Application of the behavioral model of education on the community level is considered in terms of the basic skills which comprise…
Descriptors: Accountability, Behavioral Objectives, Exceptional Child Education, Handicapped Children
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